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‘Doing physics&#39; entails extensive use of mathematical expressions to contain and convey contextual information. Consequently, students&#39; sensemaking on mathematical formalisms has attracted considerable attention in physics education research (PER). In the current work, we explore how introductory students construct meaning using algebraic inequalities while sensemaking on a physics problem. We qualitatively analyze a case study of a student (pseudonym: Matthew) through the frameworks of Sensemaking Epistemic Game and Symbolic Forms. The case study highlights Matthew’s verbal and written references to inequalities ‘driving’ explanation generation during sensemaking. A preliminary analysis of Matthew and other students&#39; references to inequalities reveals a cluster of `comparing&#39; symbolic forms conveying the idea of a quantitative comparison between physical quantities. Observations made in this study shed insights on how students construct and extract meaning through algebraic inequalities.

AAPT SM 22

Analyzing students&#39; sensemaking with algebraic inequalities

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AAPT SM 21

‘Doing physics' entails extensive use of mathematical expressions to contain and convey contextual information. Consequently, students' sensemaking on mathematical formalisms has attracted considerable attention in physics education research (PER). In the current work, we explore how introductory students construct meaning using algebraic inequalities while sensemaking on a physics problem. We qualitatively analyze a case study of a student (pseudonym: Matthew) through the frameworks of Sensemaking Epistemic Game and Symbolic Forms. The case study highlights Matthew’s verbal and written references to inequalities ‘driving’ explanation generation during sensemaking. A preliminary analysis of Matthew and other students' references to inequalities reveals a cluster of `comparing' symbolic forms conveying the idea of a quantitative comparison between physical quantities. Observations made in this study shed insights on how students construct and extract meaning through algebraic inequalities.

Analyzing students' sensemaking with algebraic inequalities

technical paper

AAPT meetings are a great way to reflect on your teaching, recommit to best practices and re-energize your career with new research, products, and techniques. Listen to internationally known plenary speakers, attend sessions, workshops, and special activities. This meeting is an excellent opportunity to share your expertise and learn from and network with leaders in the field.



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Development of a Likert-style instrument to assess LA’s PCK-Q

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Affordances of Articulating Assessment Objectives

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Smart Physics: Bouncing from the Board to the Screen

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Development of a Likert-style instrument to assess LA’s PCK-Q

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